Search or add a thesis

Advanced Search (Beta)
Home > Evaluation of Trace and Toxic Elements in Smokeless Tobacco Products and Their Artificial Saliva Extracts Using Advance Extraction Methodologies: Related Health Risk

Evaluation of Trace and Toxic Elements in Smokeless Tobacco Products and Their Artificial Saliva Extracts Using Advance Extraction Methodologies: Related Health Risk

Thesis Info

Access Option

External Link

Author

Sadia, Sadaf

Program

PhD

Institute

University of Sindh

City

Jamshoro

Province

Sindh

Country

Pakistan

Thesis Completing Year

2016

Thesis Completion Status

Completed

Subject

Chemistry

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/13549/1/Sadaf_Sadia.pdf

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676726145277

Asian Research Index Whatsapp Chanel
Asian Research Index Whatsapp Chanel

Join our Whatsapp Channel to get regular updates.

Similar


The present study is based on three central aspects (i) Evaluation of total toxic elements (TEs) i.e. arsenic (As), copper (Cu), cadmium (Cd), lead (Pb) and nickel (Ni) in smokeless tobacco (SLT) products (mainpuri, mawa, gutkha, dry and moist snuff), available and consumed in Pakistan, (ii) Method development for the assessment of As, Cd, Pb, Ni and Cu in artificial saliva extract (ASE) of different types of SLT products, (iii) To assess the contents of studied TEs in biological samples of oral, pharyngeal cancer patient and adolescent boys who have consumed SLT (mawa, mainpuri, gutkha, moist and dry snuff) products. ❖ To determine the trace levels of As, Pb, Cd, and Ni concentration in ASE of SLT products, simple and rapid pre-concentration methods were developed such as cloud point extraction, dual-cloud point extraction, temperature-controlled ionic liquid-based ultrasound-assisted dispersive liquid–liquid microextraction, non-dispersive ionic liquid based microextraction, followed by flame (FAAS) and electrothermal atomic absorption spectrometry (ETAAS). Total inorganic arsenic (iAs) and As3+ in ASE of SLT were determined by solid phase and cloud point extraction methods, respectively. ❖ The artificial saliva can extract studied TEs (As, Cd, Cu, Ni and Pb), which is immediately available, absorbed and affecting the lining of mouth. The artificial saliva extracted As, Cd, Cu, Ni and Pb corresponds to 15 - 24, 39 - 75, 30 - 50, 21 - 58, and 18 - 32%, respectively, of total contents of each TEs in different SLT (mawa, mainpuri, gutkha, dry and moist snuff) products. ❖ To determine the studied TEs concentrations in biological samples (scalp hair, blood), advance extraction methodologies were developed. The innovative vortex-assisted liquid– liquid microextraction and ionic liquid based microextraction in a single syringe system have been developed, prior to analysis by FAAS. The main factors which affect the recoveries of trace elements were studied. The detection limit and enhancement factor were also calculated at optimized values of significant factors. ❖ The reliability of methodologies was assured by analyzing virginia tobacco leaves (ICHTJcta-VTL-2), BCR 397 of human hair, Clincheck control-lyophilized® human serum SeroM10181 and whole blood Recipe (certified reference materials). ❖ The contents of As, Cd, Pb and Ni in scalp hair and blood samples were measured in three different adolescent (boys) subgroups consuming different SLT products alone or in conjunction with each other. The results revealed that adolescents who have used SLT have 2-3 folds higher contents of As, Cd, Pb and Ni in their biological samples than referent boys (p<0.001). ❖ The relationship between As, Cd, Ni and Pb exposure in oral cancer patients via consumption of SLT products with related to referents were investigated. The Cd, As, Pb and Ni in SLT products and biological samples (blood and scalp hair) of cancerous and healthy subjects were evaluated. The referents and oral cancer patients have similar age group (ranges from 30 to 60 years), localities and socio-economic status. The results showed that the Ni, As, Pb and Cd concentrations were higher in the blood and scalp hair samples of oral cancer patients related to the results obtained from referents (p<0.001). ❖ The Cu level in serum samples of oral (n=65) and pharyngeal (n=53) cancer patients (male), age ranged (30-60 years) has been assessed. For comparative study, the serum samples of referents (n=150), used/not consumed chewing SLT were also investigated for Cu level. The Cu contents in SLT and serum samples were evaluated by ETAAS. The levels of Cu in samples (serum) of oropharyngeal cancer patients were 1.5-2 and 3.0-4.0 folds higher than those referents consumed different SLT product and who had none of this habit, respectively.
Loading...
Loading...

Similar Books

Loading...

Similar Chapters

Loading...

Similar News

Loading...

Similar Articles

Loading...

Similar Article Headings

Loading...

علم روشنی ہے

علم روشنی ہے
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
معزز اسا تذہ کرام اور میرے ہم مکتب ساتھیو!
آج مجھے جس موضوع پر اظہار خیال کرنا ہے وہ ہے:’’علم روشنی ہے‘‘
معزز سامعین!
علم روشنی ہے ،علم نور ہے علم ایک خزانہ ہے، یہ ایسے جملے ہیں کہ جو ان کے مفہوم کو اپنے ذہن کے در یچوں میں، قلب و اذہان کے کونے کھدرے میں جگہ دے وہ یکتائے روزگار بن جاتا ہے۔ علم کی روشنی جہالت کی تاریکی کا خاتمہ کر دیتی ہے اورعلم کی ناخدائی سے بحرِجہالت میں ہچکولے کھانے والی ناؤ کو کنارے لگانے میں کامران ہو جا تا ہے۔
صدرِذی وقار!
جہاں علم کی روشنی کی کرنیں پہنچیں وہ سرزمین بقعۂ نور بن گئی ، وہ خزاں رسیدہ دل و دماغ بہار آشنا ہو گئے، وہ پژمردہ شعور، شعوری دنیا کے حکمران بن گئے، وہ خس و خاشاک پیدا کرنے والی سرزمین حامل گل وگلزار ہوگئی، منحوس تصور کیے جانے والے بوم جو جہالت کا مرقعّ تھے اُن کا وجود عنقا ہو گیا، علم کے شاہینوں نے قصرِ سلطانی کے گنبد کو چھوڑ کر جبال شامخہ میں اپنا مسکن بنانا شروع کر دیا۔ علم کے طائر لا ہوتی نے اپنی پرواز بلند کرنا شروع کر دی۔
صدرِمحترم!
علم واقعی ایک روشنی ہے جس گھر میں اس کی قندیلیں روشن ہوں وہ گھر اعلیٰ و ارفع ہوتا ہے، جس معاشرے میں صاحب ِعلم حضرات موجود ہوں وہ معاشرہ صحت مند معاشرہ کہلاتا ہے، جس قوم میں اربابِ علم و دانش موجود ہوں وہ قوم دیگر اقوام سے بدر جہا بہتر ہوتی ہے، وہ ملک کے ماتھے کا جھومر ہوتی ہے، وہ اپنی سلطنت کے لیے رحمت ہوتی ہے وہ قوم اللہ کا ایک انعام ہوتی ہے، اُس قوم کے...

Epiphyseal Fusion of Iliac Crests in Male and Female Adolescents: An Age Estimation Criterion

Background: Determination of age depends upon physical examination, dental assessment, and skeletal evaluation. The radiological examination of bone for appearance and fusion of ossification centers helps in the assessment of skeletal maturity as the process occurs in a particular sequence which is almost constant for that particular bone. Objectives: The objective of this study was to determine the age of fusion of iliac crest by radiological examination of subjects of age bracket 17-25 years coming to Shalamar Hospital Lahore Methods: In this cross-sectional study, radiological examinations (Digital X-Rays) were performed to evaluate the fusion of Iliac Crest in 200 subjects of both genders of 17 – 25 years. Data analysis was done using SPSS Version 23. Conclusions were drawn and compared with available results of previous work done in this field. Results: Out of 200 subjects, there were 132 males (66 %) and 68 females (34%). The mean ± SD age of both genders was 20.41± 2.55. There were 93 cases (70.45%) of complete fusion among males, showing 100 % union in the age groups of 21-25 years, while 40 cases (58.83%) of complete union among females were observed during 20-25 year of age groups. The mean ± SD age of complete union for males was 20.67± 2.61 years and for females 19.90 ± 2.38 years, with a significant p value of <0.05. Similarly, a statistically significant difference was observed among people of different socio-economic statuses. No difference was observed among different ethnic groups. Conclusions: The fusion of the iliac crest is not affected by ethnicity. Factors like diet and nutrition directly affect bone growth and hence bone age. More studies should be conducted across the country to formulate a standard in setting up a uniform criterion for assessing the age of adolescents

Teaching Mathematics for Relational Understanding

Teaching mathematics in Pakistan is done in a very traditional way and requires students to passively follow pre-ordained rules transmitted by the teacher. The consequence of this is that students are able to get good marks in examinations by memorizing certain rules. After the completion of each year's academic session, students memorize new things and often forget whatever they covered the previous year. In this study, I have attempted to introduce Relational Understanding' for the teaching of mathematics at the primary level in the government schools. The purpose of the study was to investigate what teachers can realistically do to develop their students relational understanding of mathematics. The study was based on the qualitative paradigm of research and designed as an action research, with data collection occurring in three stages. At the pre-intervention stage, semi-structured interviews, classroom observation and a test were conducted to examine the current situation of mathematics in the selected school. At the intervention stage, different ways of developing students' relational understanding were introduced. For example, group work was used so that every student could participate in discussions; I involved students in problem-solving activities to develop their thinking and reasoning power; I used concrete material for the clarification of abstract mathematics concepts. I strove to see how the new approach worked, what problems and challenges teachers and students face in the implementation of innovations and how the new approach affects teachers' teaching, and likewise, students' learning. In the post-intervention stage, students and teachers were interviewed to assess their perceptions about new pedagogy. One of the major findings of the study was that teaching of mathematics through the method of relational understanding can significantly improve the quality of teaching and learning in the mathematics classroom. Unfortunately, teachers' lack of awareness and inadequate knowledge hinders the implementation of relational understanding in the classroom. Recommendations are presented to remove the obstacles that are likely to cause some problems in the implementation of relational understanding.